Proceeding International Symposium on Global Education, Psychology, and Cultural Synergy
Psychoseries, Proceeding Series Fakultas Psikologi Universitas Muhammadiyah Surabaya, is an annual publication by the Faculty of Psychology, Universitas Muhammadiyah Surabaya, dedicated to presenting high-quality research in psychology. The proceeding serves as a platform for academics, researchers, and practitioners to share innovative findings, theoretical advancements, and practical applications that address contemporary psychological issues.
The Influence of the Family Environment on the Formation of Learning Attitudes in Adolescents
Adolescence is not merely a stage of development, but also a journey toward adulthood, or a bridge between the certainty of childhood and the freedom of adulthood. During this period, the family plays a key role as the primary environment in which identity, motivation, and emotional understanding are formed. This synthesis combines eight empirical studies published between 2022 and 2025 in China, Canada, and Turkey to explore how family closeness, autonomy support, parental expectations, peer relationships, and family structure influence adolescents' motivation, emotional well-being, and academic competence. Findings indicate that adolescents thrive when love is expressed as trust, expectations are balanced with empathy, and autonomy is encouraged rather than controlled. Peer relationships extend the emotional language of the family to the wider social world. Despite differing cultural contexts, universal truths remain: the human need to feel accepted, to grow, and to be understood. This study proposes viewing adolescence as a relationship to be nurtured, not a problem to be solved.
Copyright (c) 2025 Belgies Anastasya Maulida, Luthfiyyah Zahroh, Moamar Satria Kuswandaru, Riyan Hidayat, Ummi Masrufah Maulidiyah https://creativecommons.org/licenses/by-nc-sa/4.0
The Relationship Between Self-Esteem and Social Support with Self-Confidence In High School / Vocational School Students Without A father Figure In Surabaya
This study aims to emphasize the importance of improving self-esteem and social support to strengthen the confidence of high school/vocational school students without a father figure in Surabaya. Using a quantitative approach with purposive sampling, this study involved 163 high school and vocational school students aged 15-18 years who did not have a father figure. The instruments consisted of validated and reliable scales that measured self-esteem, social support, and self-confidence. The analysis revealed a significant relationship between self-esteem and self-confidence, as well as between social support and self-confidence in high school/vocational school students without a father figure in Surabaya. Multiple correlation analysis indicated a very strong combined influence of self-esteem and social support on self-confidence in high school/vocational school students without a father figure in Surabaya.
Copyright (c) 2025 Yasyfa Ainan Ramadhani, Iffah Rosyiana, Dzulkifli https://creativecommons.org/licenses/by-nc-sa/4.0
DIFFERENCES IN PSYCHOLOGICAL WELL-BEING OF ADOLESCENTS REVIEWED BY EDUCATIONAL FACTORS: A COMPARATIVE STUDY BETWEEN MARGINALIZED AND CENTRALIZED GROUPS IN INDONESIA
This study aims to compare the psychological well-being of Indonesian adolescents in terms of educational factors, specifically between marginalized and centralized groups. Using a qualitative approach with a literature review design (Snyder, 2019), this study analyzed 35 scientific publications and institutional reports. The synthesis results indicate that unequal access and quality of education creates gaps in the fulfillment of basic psychological needs (autonomy, competence, relatedness) (Ryan & Deci, 2000) and widens the gap in cultural capital (Bourdieu, 2011). Centralized adolescents demonstrate more stable well-being, excelling in the dimensions of autonomy and personal growth, supported by adaptive learning environments (Asih et al., 2024). Meanwhile, marginalized adolescents exhibit fluctuating well-being, weak in self-acceptance and environmental mastery (Fazny et al., 2022). The resilience of marginalized groups is more defensive and community-based (collective coping), rather than psychological growth (flourishing). This study concludes that education functions as an important psychosocial mechanism that determines the psychological development of adolescents, so that inclusive education policies that are sensitive to psychological aspects are needed to create psychological justice.
Copyright (c) 2025 Andini Dwi Arumsari, Amirul Haq Al Amin, Takdir Auladi, Maulana Andarru Bayu Saputra, Moch Nabiel Makariem https://creativecommons.org/licenses/by-nc-sa/4.0
QUIET STUDENTS IN THE DIGITAL EDUCATION ERA: LITERATURE ANALYSIS ON SOCIAL-EMOTIONAL CHALLENGES AND PSYCHOLOGICAL COUNSELING STRATEGIES
The phenomenon of quiet students has become increasingly evident in today’s era of digital education. The transformation from face-to-face learning to online modes has significantly influenced students’ social and emotional conditions, particularly among those who are more vulnerable to social anxiety, low learning motivation, and reduced academic engagement. This study aims to explore the psychological and pedagogical factors contributing to the emergence of quiet students in digital learning contexts, as well as to formulate appropriate psychological mentoring strategies. The research employs a literature analysis method, focusing on five recent studies related to social anxiety, learning motivation, digital literacy, and student engagement in online learning. The findings reveal that quiet students in digital environments often face communication barriers, low self-confidence, and a lack of emotional support from academic settings. Additional challenges arise from limited digital literacy and insufficiently interactive teaching methods. Empathic mentoring strategies grounded in Bandura’s theory of self-efficacy, Lazarus’s coping stress framework, and Goleman’s emotional intelligence model are applied to develop psychological approaches.
Copyright (c) 2025 Jannatul Ma'wa, Aisyah Maretha Putri, Dimas Aditya Syaukani, Adelia Virnanda Putri Suhadi https://creativecommons.org/licenses/by-nc-sa/4.0
Integrating Developmental and Educational Psychology for Student Well-Being and Motivation: A Systematic Literature Review (2019–2024)
This article presents a literature-based review exploring how developmental and educational psychology contribute to educational enhancement and innovation. Using a systematic literature study of 15 international and 5 national journals published between 2019 and 2024, the paper analyzes major themes including cognitive and socio-emotional development, motivation, curriculum design, inclusive education, and student well-being. Findings reveal that integrating psychological and developmental frameworks into teaching practice enhances learning motivation, student engagement, and mental health, while supporting a more holistic approach to education. However, challenges remain teachers’ limited understanding of developmental theory, lack of resources, and the gap between theory and practice. The article concludes by emphasizing the importance of professional teacher training, culturally adaptive policies, and mixed method research to validate developmental psychological interventions in various educational contexts.
Copyright (c) 2025 Sultan Aprilianno Lautan Ardin, Basudewa Sinatria, Ahmad Irfan https://creativecommons.org/licenses/by-nc-sa/4.0
Educational Participation and the Psychological Challenges of Adolescents in the Digital Era: A Qualitative Analysis of the East Java Education System
This study examines the dynamics of adolescent educational participation in East Java amid digital transformation using a qualitative, library-based approach. Drawing on data from the Central Statistics Agency (BPS) and academic literature, the research identifies a slight yet significant decline in school participation, especially among adolescents aged 16–18. The decline is linked to economic constraints, unequal school distribution, and fluctuating learning motivation. The findings highlight that educational success should be assessed not only by enrollment numbers but also through social, psychological, and technological factors. The study advocates for a holistic educational framework that promotes equal access, digital literacy, and character development to create a more adaptive and sustainable education system.
Copyright (c) 2025 Mayang Putri Imansari, Gaddy Indra, Muhammad Batderu Syamsi, Rena Sari, Syarif Sultan Bhanurasmi https://creativecommons.org/licenses/by-nc-sa/4.0
LITERATURE STUDY: FAMILY INTERPERSONAL COMMUNICATION AND ITS RELATIONSHIP WITH THE DEVELOPMENT OF CHILDREN’S MENTAL HEALTH
Interpersonal communication within the family is a key factor influencing children’s mental health, as through daily interactions, children learn to manage emotions, shape behaviors, and develop psychological resilience. This study aims to comprehensively review the relationship between family interpersonal communication and children’s mental health through a literature study approach. The method used is library research by examining books, articles, and national as well as international scientific journals relevant to the topics of family communication and children’s psychological well-being. The findings indicate that positive interpersonal communication quality, characterized by self-disclosure, feedback, and shared meaning, significantly contributes to enhancing children’s psychological well-being. Empathic, supportive, and emotionally validating communication strengthens secure attachment, self-confidence, emotional regulation, and resilience against stress and social pressure. Conversely, closed, authoritarian, or unempathetic communication increases the risk of mental health issues such as anxiety, depression, and dysfunctional behavior. Therefore, healthy interpersonal communication within the family serves as a fundamental foundation for developing children’s mental health and overall well-being in the future.
Copyright (c) 2025 Andini Dwi Arumsari, Anthonio Rhenaldy Cristian, RR Putri Shafa Rhamania, Jihan Hanifah, Nur Azmi Azizah https://creativecommons.org/licenses/by-nc-sa/4.0
The Influence of Parenting Styles on the Development of Self-Regulation in Adolescents
Self-regulation represents a critical developmental milestone during adolescence, significantly influencing academic achievement, social relationships, and long-term well-being. This literature review examines the relationship between parenting styles and self-regulation development in adolescents, synthesizing recent empirical evidence from 2023-2025. Drawing from Baumrind's parenting style framework and contemporary self-regulation theories, this review analyzes how authoritative, authoritarian, permissive, and neglectful parenting approaches differentially impact adolescents' capacity for emotional regulation, behavioral control, and cognitive self-management. Findings indicate that authoritative parenting, characterized by warmth combined with appropriate autonomy support, consistently predicts superior self-regulation outcomes. Conversely, authoritarian and neglectful parenting styles correlate with deficits in emotional regulation and increased behavioral problems. The review highlights emotion regulation strategies as critical mediating mechanisms and discusses implications for educational interventions and family-based programs within global education frameworks. This synthesis contributes to understanding how culturally-sensitive, evidence-based parenting practices can promote optimal self-regulation development in diverse adolescent populations.
Copyright (c) 2025 Siti Fathimah Azzalathifa, Luluk Indri Sofia, Najwa Layda Rahma, Meyla Zahwa Aulia Saputra, Ummi Masrufah Maulidiyah https://creativecommons.org/licenses/by-nc-sa/4.0
Innovation in Early Chilhood Education in the Global Era: Integration of Cultural Understanding, Psychological Insight, and Literatur Skills
Globalization demands innovation in early childhood education (PAUD) that focuses not only on cognitive aspects but also on the integration of cultural values, psychological insights, and literacy skills. This literature review aims to identify forms of early childhood education innovation that are relevant to the needs of the 21st century and encompass a multidisciplinary approach in their development. The results of the review indicate that PAUD education innovations include the use of interactive technology, local culture-based learning, socio-emotional approaches, and strengthening early literacy. The implications of this study emphasize the importance of collaboration between educators, psychologists, and cultural communities in building a sustainable and inclusive early childhood education framework.
Copyright (c) 2025 Nidya Chairunnisa Kusumaayu, Firyal Dewi Noffitria, Aulia Putri Andrianti, Masyitah Fildzah Luthfiyanti, Rahma Ajeng Widhanty https://creativecommons.org/licenses/by-nc-sa/4.0
Developing the Global Self: A Developmental-Psychological Analysis of Identity Negotiation and Adaptation in Intercultural Learning Environments
This systematic literature review examines the psychological processes underlying global identity development in intercultural learning environments. Using thematic synthesis methodology, this study analyzes peer-reviewed articles published between 2023-2024 from databases including PsycINFO, PubMed, ERIC, and Web of Science. Drawing from developmental and cross-cultural psychology frameworks, the review synthesizes recent research on identity negotiation, psychological adaptation, and global self-concept formation among individuals navigating multiple cultural contexts. Findings reveal that global identity development is a dynamic process influenced by bicultural identity integration, psychological adjustment mechanisms, and environmental factors. Successful identity negotiation correlates with positive psychological outcomes, including enhanced well-being, academic achievement, and intercultural competence. This review contributes to understanding how educational systems can support healthy global identity formation through culturally responsive pedagogical approaches.
Copyright (c) 2025 Muhammad Habib Nabil Hermansyah, Rayhan Firasyan Riyadi, Firman Alief Firdausy Hidayat, Rafiqi Nur Ahmadi Hidayat, Ummi Masrufah Maulidiyah https://creativecommons.org/licenses/by-nc-sa/4.0
THE RELATIONSHIP BETWEEN PARENTAL SUPPORT AND HIGH SCHOOL STUDENTS’ LEARNING MOTIVATION
This study aims to examine the relationship between parental support and students' learning motivation in high schools in Indonesia. This study is a literature review based on local studies that examine the influence of emotional, informational, and instrumental parental support on students' academic motivation. The results show that students who receive adequate parental support tend to have higher self-confidence, persistence, and enthusiasm for learning. Emotional support strengthens students' self-esteem, while informational and instrumental support help build a disciplined and structured learning environment. Therefore, active parental involvement plays a crucial role in improving the learning motivation and academic achievement of high school students in Indonesia.
Copyright (c) 2025 Nur Lailiah, Ayesha Fayasha Salsabila, Muhammad Roshin Anwar, Arman Kusumadika https://creativecommons.org/licenses/by-nc-sa/4.0
Teacher`s Understanding Of Psychological And Developmental Principles In Effective Istruction
A teacher's deep understanding of psychological and developmental principles constitutes the essential foundation for effective instruction. This abstract discusses the critical importance of this knowledge in supporting student learning success. Psychological understanding encompasses cognitive mechanisms (such as cognitive load and memory) and motivational factors (e.g., Self-Determination Theory), enabling teachers to design learning environments and strategies that intrinsically foster student engagement. Meanwhile, developmental understanding ensures that instructional materials and expectations align with students' cognitive and socio-emotional maturity stages (Developmentally Appropriate Practice). The integration of these two knowledge bases, often termed Pedagogical-Psychological Teaching Knowledge (PPTK), allows teachers to make sound decisions, manage the classroom effectively, and implement differentiation. This study uses a literature review method, which involves examining various written sources such as books, journals, and academic reports, rather than collecting data directly from the field.
Copyright (c) 2026 Ummi Masrufah Maulidiyah, Kartika Az Zahrah, Nurul Izah, Rahma Nur Nuzula, Rivuatul Hasanah https://creativecommons.org/licenses/by-nc-sa/4.0
THE RELATIONSHIP BETWEEN PEER PRESSURE AND SELF-ESTEEM IN ADOLESCENTS
Adolescence is a period of significant transition marked by rapid changes in the body, emotions, and social life. During this time, adolescents face many challenges such as academic stress, peer pressure, family conflicts, and social demands, all of which can affect their mental health and overall well-being (Stecz et al., 2020; Kaur et al., 2022). Peer pressure is a major factor that can lead to risky behavior, social isolation, and low self-esteem (Helfert & Warschburger, 2013; Blakemore, 2019; Chung et al., 2021). Self-esteem plays an important role in helping adolescents cope with social and emotional pressures. Adolescents with high self-esteem typically have a positive view of themselves and life, while those with low self-esteem are more likely to feel anxious, depressed, and helpless (Marsh et al., 2004; Das et al., 2016; Peng et al., 2021; Preston & Rew, 2022). Therefore, understanding the relationship between peer pressure and self-esteem is important for comprehensively supporting adolescents' mental health.
Copyright (c) 2025 Levina Nailah, Novca Rahmadani, Aidah Icha, Alfi Ziyana, Novi Noerhayati, Ummi Masrufah Maulidiyah https://creativecommons.org/licenses/by-nc-sa/4.0
PSYCHOLOGICAL AND ETHICAL PERSPECTIVES ON VIOLENCEBASED DISCIPLINARY ACTION IN SCHOOLS
Psychological and Ethical Perspectives on Violence-Based Disciplinary Practices in Schools. Violence in student discipline remains an ethical and psychological concern in Indonesian schools. Teachers often enforce discipline through physical or verbal punishment, which harms students’ emotional well-being and violates professional ethics. This study applied a systematic literature review by analyzing 10 articles published between 2015-2024 from national and international databases. The review identified four key themes: ethical dilemmas in school discipline, psychological impacts of violence on students, teachers’ emotional regulation gaps, and the need for empathy-based non-violent discipline. It concludes that violence-based discipline contradicts character education and humanistic values. A paradigm shift toward humanistic discipline through ethical literacy and emotional intelligence training for teachers is urgently needed.
Copyright (c) 2025 Wajid Nail Jayyid Almahdi, Muhammad Maulana, Musdalifah Adilah, Sri Rahayu Ningsih https://creativecommons.org/licenses/by-nc-sa/4.0
PLACE, MEMORY, AND LANGUAGE: VERNACULAR TOPONYMS AS COGNITIVE ANCHORS IN GLOBAL COMMUNICATION
This study explores the role of vernacular toponyms as cognitive and communicative anchors in globalized linguistic environments. The research addresses how local place names, often neglected in formal cartography, preserve cultural memory and linguistic identity while facilitating cross-cultural understanding. Using a mixed qualitative–cognitive approach, the study analyzes English and Kazakh vernacular toponyms collected from online discourse, local narratives, and digital maps. The findings reveal that vernacular toponyms function not merely as spatial markers but as carriers of embodied memory, emotion, and identity. They provide insight into how communities linguistically negotiate belonging in a globalized context. The study concludes that preserving vernacular place names strengthens linguistic diversity and fosters intercultural dialogue in global communication.
Copyright (c) 2025 Saltanat E. Davletova, Aigul Y. Bizhkenova, Tatiana A.Burkova https://creativecommons.org/licenses/by-nc-sa/4.0
factors FACTORS AFFECTING INTRAPERSONAL PSYCHOLOGY IN STUDENTS IN THE DIGITAL ERA
This research examines the influence of digital factors on the intrapersonal psychology of students in the digital era, particularly the aspects of self-esteem, motivation, and emotion regulation. By using a literature review method, data was collected from relevant national and international sources (2018–2023). The analysis results show that excessive use of social media contributes to a decrease in self-esteem, high access to digital information negatively affects motivation, and positive online interactions can enhance emotion regulation if supported by an external environment. These findings are expected to assist educators and policymakers in designing effective psychological interventions in the digital era to improve student well-being.
Copyright (c) 2025 Andini Dwi Arumsari, Khasanatul Kholidyah, Riskita Catur Anggraini, Alfainah Auralia Ramdhani https://creativecommons.org/licenses/by-nc-sa/4.0
Student Mental Health In The School Environment: Psychological Challenges And Solutions
Student mental health has recently become a major concern in modern education. Mental health plays a crucial role in students emotional, social, and academic development. However, the school environtment often presents a source of stress due to academic pressure, complex social relationship between students. Therefore, strategic steps are needed, such as increasing the role of guidance counselors, implementing a curriculum that is more adaptive to students psycological needs, and strengthening mental health literacy program in school. By creating a mentally healty learning environtment, student are expected to be able to develop their potential optimally and be empowered to face academic and social challenges. This research focuses on identifiying the main callenges students face in maintaining mental health in the school environment and formulating various strategies and solutions, ranging from students experiencing psycological problems.
Copyright (c) 2025 Dewi flower Rose https://creativecommons.org/licenses/by-nc-sa/4.0
Exploring the Interplay between Intercultural Competence, Student Motivation, and Psychological Adaptation in Multilingual Classrooms: Mechanisms and Educational Implications in Southeast Asia
In Southeast Asia’s culturally and linguistically diverse learning environments, multilingual classrooms provide a unique platform for nurturing intercultural competence, sustaining student motivation, and supporting psychological adaptation. This conceptual paper explores the dynamic interplay among these three constructs, drawing upon Byram’s model of intercultural communicative competence, self-determination theory, and positive psychology perspectives. It analyzes how the cognitive, affective, and behavioral dimensions of intercultural competence influence both intrinsic and extrinsic motivation, as well as students’ emotional well-being and adaptability in multilingual settings. Through an integrative review of existing research, the study develops a conceptual framework linking intercultural education and student psychology, aiming to promote a holistic understanding of learner development in multicultural contexts. The findings emphasize the importance of humanizing pedagogy, culturally responsive teaching, and socio-emotional support in enhancing motivation and psychological well-being. Finally, the paper offers practical implications for curriculum design, teacher training, and regional collaboration to foster inclusive and motivating multilingual learning environments across Southeast Asia.
Copyright (c) 2025 Cemei Li, Linghong Tang, Ghozali Rusyid Affandi, Bingren Ma https://creativecommons.org/licenses/by-nc-sa/4.0
FROM ANXIETY TO HARSH WORDS: A STUDY OF ACADEMIC ANXIETY AND VERBAL AGGRESSIONS ON SOCIAL MEDIA AMONG STUDENST
This study aims to determine the relationship between academic anxiety and verbal aggression on social media among university students. The method used was a quantitative approach with a correlational design. There were100 randomly selected students as respondents. The instruments used in this study were two psychological scales, namely the academic anxiety scale and the verbal aggression scale on social media, each consisting of 10 itemsusing a 4-point Likert scale. The results of Pearson's correlation analysis showed a coefficient value of r = 0.324with a significance of p =0.001 (p < 0.05), which means that there is a positive and significant relationship between academic anxiety and verbal aggression on social media. These findings indicate that the higher the level of academic anxiety, the greater the tendency for students to exhibit verbally aggressive behavior on social media. The percentage of verbalaggression was very low at 9%, low at 18%, moderate at 48%, high at 16%, and very high at 9%.
Copyright (c) 2025 Naurah Kinantan Abdillah, Belva Nur Nabila, Azeimul Kubro, Zahra Agusticia, Wiwik Juwarini Prihastiwi https://creativecommons.org/licenses/by-nc-sa/4.0
Exploring the Dynamics of Social Media Addiction Among Indonesian Users
This study, employs a literature review method to examine the psychological, social, and regulatory dimensions of social media addiction in Indonesia. Findings reveal that excessive social media use negatively affects mental health, leading to anxiety, sadness, low self-esteem, and vulnerability to cyberbullying. To address these issues, the study highlights Cognitive Behavioral Therapy (CBT) as an effective intervention to reshape maladaptive thought patterns. Additionally, enhancing media literacy, strengthening cybersecurity awareness, and implementing public education campaigns such as “Socially Smart Awareness” are crucial in promoting healthier digital behavior. The research also emphasizes the need for regulatory measures that ensure user protection while maintaining justice and digital freedom. Overall, integrated psychological, educational, and policy-based approaches are essential to mitigate the adverse effects of social media addiction among Indonesian users.
Copyright (c) 2025 Izzah Illiyyina, Aula Regita Dewi Fitriana, Nabila Septia Rosa, Ananda Helena Nurul Izzah, Aji Ramadhan Choirur Rofiansyah https://creativecommons.org/licenses/by-nc-sa/4.0
GLOBAL TRENDS IN ADOLESCENT DEVELOPMENT AND THEIR IMPACT ON ISLAMIC EDUCATION SYSTEMS: A PSYCHOEDUCATIONAL REVIEW AND PROGRESSIVE ISLAMIC VALUES PERSPECTIVE
The acceleration of globalization and advancements in digital technology have brought significant changes to the lives of adolescents worldwide. Today’s youth grow up in a social context that is no longer confined to their local environment but is shaped by cross-cultural interactions, global information flows, and digital social dynamics. These shifts directly affect how adolescents think, learn, interact, and develop their identities. This article aims to identify key global trends in adolescent development and analyze their implications for education systems, while emphasizing the importance of integrating Islam berkemajuan (progressive Islamic values) as a moral and spiritual foundation to address global challenges. The study employs a systematic literature review of scientific publications, international organizational reports, and global education policies published between 2015 and 2025. The findings highlight five major global trends influencing adolescent development: digitalization and social media, cross-cultural openness, environmental awareness and social activism, increasing mental health issues, and changes in learning patterns and global identity formation. These trends have significant implications for education systems, including the need for adaptive curricula, enhanced digital literacy, transformation of educators’ roles, and the strengthening of character education. The integration of progressive Islamic values, as reflected in Qur’an Surah Al-Qashash [QS. Al-Qashash: 77], serves as a crucial strategy to maintain balance between global advancement and the development of noble character. This article recommends strengthening collaboration between educators, policymakers, and communities to respond to global challenges through holistic, contextual, and spiritually grounded education.
Copyright (c) 2025 Imtihanatul Ma'isyatuts Tsalitsah -, Muhammad Wahid Nur Tualeka, Carlos Lazaro Prawirosastro https://creativecommons.org/licenses/by-nc-sa/4.0
Mental Well-being Among Muslim Adolescents: Challenges and Strategies for Coping with Social Pressures
Mental well-being among Muslim adolescents is an important issue that increasingly demands attention due to the various challenges faced by the youth in a complex social context. This study aims to explore the challenges faced by Muslim adolescents in maintaining their mental well-being, as well as the strategies that can be implemented to cope with the social pressures they experience. Using a mixed-method approach, data were collected through surveys and in-depth interviews with Muslim adolescents from various regions in Indonesia. The results show that social pressures from the environment, such as expectations from family and society, as well as the influence of social media, significantly contribute to adolescents' mental health. Several strategies identified to improve mental well-being include social support, mental health education, and the development of effective coping skills to deal with stress and anxiety. This study underscores the importance of a community-based approach to support Muslim adolescents.
Copyright (c) 2025 Imtihanatul Ma'isyatuts Tsalitsah, Akhsanul In’am, Abdul Haris, Muhammad Arfan Muammar https://creativecommons.org/licenses/by-nc-sa/4.0
The Dilemma of Students in the Age of AI: Analysis of the Effects of ChatGPT Use and Academic Procrastination
The development of artificial intelligence (AI) has changed the way students interact with academic processes, especially through the use of Generative AI such as ChatGPT. This study aims to analyze the relationship between the intensity of ChatGPT use and the level of academic procrastination among students. The study used a descriptive quantitative approach with accidental sampling of 100 students at Muhammadiyah University Surabaya. The research instruments were the ChatGPT Usage Scale, adapted from the academic technology usage intensity scale, and the Procrastination Assessment Scale for Students (PASS) version by Jannati (2020). The analysis results show a significant positive relationship between ChatGPT usage and academic procrastination (r = 0.646; p < 0.001), with an effective contribution of 41.7% (R² = 0.417). This indicates that the higher the intensity of ChatGPT usage, the higher the tendency to delay academic tasks.
Copyright (c) 2025 Wiwik Juwarini Prihastiwi, Maheswari Ayu Pratiwi https://creativecommons.org/licenses/by-nc-sa/4.0
Literature Review: How Family Economic Conditions, Social Factors, and Psychological Factors Influence Student Learning Performance in Indonesia
This literature review examines how family economic conditions, social factors, and psychological factors influence students’ academic performance in Indonesia. Using a Systematic Literature Review (SLR) approach, the study synthesizes findings from national journal articles published between 2015 and 2025. The results indicate that family economic status significantly affects learning achievement through the availability of learning facilities and financial stability; however, emotional and motivational support can offset economic limitations. Social factors—such as family involvement, school environment, and community support—create a positive learning atmosphere that enhances motivation and discipline. Meanwhile, psychological factors, including intrinsic motivation, emotional intelligence, self-discipline, and emotional support, play a crucial role in improving academic resilience and optimizing learning outcomes. The interaction among these three domains demonstrates that student performance is shaped by a multidimensional process that requires an integrative and holistic educational policy approach. Such policies should not only address school quality but also focus on family welfare, social empowerment, and psychological well-being to promote educational equity and excellence in Indonesia.
Copyright (c) 2025 Brilla Dinar Nastiti, Resa Wanda Fania, Tetra Amaliah Jauza, Maharska Bayu Imani, Muhammad Thufail Haq https://creativecommons.org/licenses/by-nc-sa/4.0
A Study on the Interaction of Digital Self-Efficacy and Peer Conformity in the Intention to Use ChatGPT Among High School Students
This study aims to examine the relationship between digital self-efficacy and peer conformity with the intention to use ChatGPT among high school students. The research employed a quantitative method using multiple regression analysis. The participants consisted of 299 high school students selected through stratified random sampling. The analysis results revealed that digital self-efficacy had a direct and significant relationship with the intention to use ChatGPT (t = 5.305; p < 0.001), contributing an effective value of 19.9%. Peer conformity also showed a direct and significant relationship (t = 18.812; p < 0.001) with an effective contribution of 70.6%. Simultaneously, digital self-efficacy and peer conformity were significantly related to the intention to use ChatGPT (F = 279.331; p < 0.001) with an R square value of 65.4%. These findings indicate that among high school students, peer conformity contributes more strongly to the intention to use ChatGPT compared to digital self-efficacy.
Copyright (c) 2025 Wiwik Juwarini Prihastiwi, Nur Azlina Amrozi, Dzulkifli https://creativecommons.org/licenses/by-nc-sa/4.0
THE OTHER SIDE: HOPE AMIDST PILES OF GARBAGE
This study explores the psychosocial welfare of scavengers working at the Pakusari Jember Landfill, focusing on emotional, social, and existential dimensions that cannot be understood only from economic or physical health indicators. This study uses a qualitative research design with a phenomenological approach. The study involved interviews and semi-participatory observations of four informants, including scavengers and collectors. The results of the study identified six main themes: (1) Hope in Limitations, which shows how scavengers maintain life expectancy despite harsh working conditions; (2) Psychological Resilience and Adaptation, which reflects their ability to adapt to risks and challenges; (3) Risk Normalization, where scavengers internalize hazardous working conditions as commonplace; (4) Work Meaningfulness, which highlights how their work is understood as a meaningful contribution; (5) Economic Dependence, which describes structural attachments that limit social mobility; and (6) Social Solidarity, which shows the importance of informal support in maintaining welfare. These findings confirm that psychosocial well-being in marginalized spaces is determined not only by external factors, but also by subjective narratives constructed by individuals. This research proposes the need for a more holistic policy intervention, which considers the narratives and experiences of scavengers in a broader social context.
Copyright (c) 2025 Lutvia Muliasari, Nurlaela Widyarini, Danan Satriyo Wibowo https://creativecommons.org/licenses/by-nc-sa/4.0
Religion Identity and Moderation: A Social Psychology Perspective
This article examines the relationship between religion identity and moderation within the context of social psychology, with a focus on the influence of religion identity on individual attitudes and behaviors in a pluralistic society. The social tensions often caused by religious differences highlight the importance of understanding the factors that influence moderation attitudes. This research uses a quantitative method with a survey involving 100 respondents from various religious backgrounds. The findings indicate that individuals with strong religious identities tend to have more moderate views. However, the study also reveals that other factors, such as education level and the intensity of interfaith interactions, also affect moderation attitudes. These findings provide new insights into the role of moderation in maintaining social cohesion and strengthening interfaith relationships in an increasingly plural society. This article is expected to contribute to the understanding of social dynamics and the development of policies that support interfaith harmony.
Copyright (c) 2025 Muhammad Wahid Nur Tualeka, Akhsanul In’am, Abdul Haris, Muhammad Arfan Muammar https://creativecommons.org/licenses/by-nc-sa/4.0
Self-Disclosure and Self-Confidence with TikTok Usage Intentions in Gen Z
Generation Z is the current generation who are accustomed to using gadgets and social media. While Tik Tok is one of the social media that is favored by teenagers. With Tik Tok, teenagers can show themselves to the public with a variety of expressions and creativity. The purpose of this study was to see whether there is a relationship between self-disclosure and self-confidence with the intention to use social media Tik Tok in generation Z. The population in this study is generation Z in the city of Surabaya who actively use Tik Tok. The sampling technique used purposive sampling, with a sample of 91 respondents. Based on the results of the multiple regression test, it shows that there is a joint relationship between self-disclosure and confidence in the intention to use TikTok in generation Z in the city of Surabaya, with a significance of 0.002 <0.05. However, if each variable is tested, the result is that the confidence variable obtains a value of p = 0.062 (p > 0.05), which means that there is no relationship between self-confidence and the intention to use TikTok.
Copyright (c) 2025 Rinanti Resmadewi, Imtihanatul Ma’isyatuts Tsalitsah, Agus Poerwanto https://creativecommons.org/licenses/by-nc-sa/4.0
The Phenomenon of Academic Burnout in Students: A Literature Study
The phenomenon of academic burnout among university students has become an increasingly significant issue in modern higher education. This paper presents a literature review of 20 scholarly articles, both national and international, published between 2015 and 2024. The findings indicate that academic burnout is characterized by emotional exhaustion, depersonalization, and reduced academic achievement resulting from prolonged academic pressure. Contributing factors include individual aspects (low motivation, poor self-regulation, and maladaptive coping), social factors (lack of support from peers, family, and lecturers), and institutional factors (excessive academic workload and rigid evaluation systems). Conversely, protective factors such as academic resilience, self-efficacy, social support, and mindfulness practices can mitigate burnout risks. Academic burnout negatively affects students’ academic performance and mental health, leading to increased anxiety and depression. Therefore, university-based interventions that promote a balance between academic demands and students’ psychological well-being are essential.
Copyright (c) 2025 Andini Dwi Arumsari, Maheswari Ayu Pratiwi, Muhammad Iqbal Ramadhan, Khoirun Nisa, Ghina Ibra Syakira https://creativecommons.org/licenses/by-nc-sa/4.0
IMPORTANCE OF MULTICULTURAL EDUCATION IN REDUCING STUDENT PREJUDICE
The Importance of Reducing Students' Presuppositions in Multicultural Education. Multicultural education is education that respects diversity and includes perspectives from various cultural groups regularly. An important goal of multicultural education is equal opportunities for all students with the hope of closing the academic achievement gap between students from the majority culture and students from minority groups (Bennet in Santrock, 2019). In this research, the library study research method was used. Sukardi (in Handika, 2020) explains that library study is a required activity in research, especially academic research which has the main aim of developing theoretical aspects. The research data collection technique is collecting data from journal articles, and books related to the theory. relevant as well as from several sources on the internet. Multiculturalism provides space to create an understanding of the existence of various cultural differences in society. Education in the family environment tends not to be given much attention, considering that children's education is the responsibility of the school. This view is wrong because education is an obligation for all parties, especially parents at home. Prejudice is a negative attitude towards a group that is different from one's group based on certain characteristics. Therefore, efforts made to prevent and intervene against prejudice in children or students should involve handling the environment around the child. Multicultural education can foster more positive attitudes towards members of different community groups.
Copyright (c) 2026 Nining Lestari, Siti Ainaya Annisa, Izzul Hukama Izzul https://creativecommons.org/licenses/by-nc-sa/4.0
Factors That Influence and Moderate Smartphone Addiction in Children
Smartphone Addiction among children has become a complex and multidimensional phenomenon. Indonesia, as the fourth-largest smartphone user globally, faces significant challenges in addressing this issue. This study aims to identify factors influencing and moderating Smartphone Addiction among children. A literature review was conducted using national and international indexed databases from 2014 to 2024. The findings reveal nine primary factors influencing Smartphone Addiction: (1) duration and intensity of use, (2) smartphone ownership, (3) negative parenting styles, (4) demographic factors, (5) low physical activity, (6) usage motivation, (7) social media usage, (8) technological design, and (9) mental health. Additionally, five factors were identified as moderating these relationships: (1) parental roles and mediation, (2) positive parenting styles, (3) core self-evaluation, (4) connectedness to nature, and (5) gender. This study recommends a collaborative approach involving parents, educators, and policymakers to mitigate the risks of Smartphone Addiction through positive parenting, digital literacy, and smartphone usage restrictions to support children’s mental and emotional development in the digital era. It is anticipated that this study will serve as a foundation for developing strategies to prevent Smartphone Addiction among children in Indonesia.
Copyright (c) 2025 Choirunnisak Fauziati https://creativecommons.org/licenses/by-nc-sa/4.0
HUSTLE CULTURE AMONG GEN Z UNIVERSITY STUDENT: BETWEEN AMBITION AND BURNOUT
Hustle culture has become a defining characteristic among Generation Z university students who highly value continuous productivity and achievement. This culture often leads to psychological pressure and academic burnout. This study systematically reviews the relationship between hustle culture and burnout among university students following the PRISMA guidelines. Relevant articles published between 2018 and 2025 were retrieved from Google Scholar, ScienceDirect, and PsycINFO. Out of 85 initial studies, 15 met the inclusion criteria. The findings indicate a positive relationship between hustle culture and academic burnout, mediated by perfectionism, social pressure, and extrinsic motivation. Meanwhile, self-compassion and social support were found to mitigate the negative impacts. These results highlight the importance of promoting balance between ambition and psychological well-being in developing resilient Generation Z learners.
Copyright (c) 2025 Amanda Safitri, Siti Rahmatia, Narindra Diah, Triana Nur Aini https://creativecommons.org/licenses/by-nc-sa/4.0
INTERPERSONAL COMMUNICATION OF STUDENTS: SKILLS, MENTAL WELL-BEING, AND DIGITAL CHALLENGES
Interpersonal communication is a fundamental skill that plays a crucial role in supporting students’ academic success and mental well-being. This study aims to comprehensively analyze the effectiveness of psychoeducational interventions, the dynamics of interpersonal communication in higher education, and the influence of digital technology and artificial intelligence on students’ social relationships. A comprehensive synthesis approach was employed by integrating intervention studies, systematic literature reviews, and experimental research. The findings reveal that psychoeducational training significantly enhances students’ resilience and emotional regulation, which subsequently improves interpersonal communication skills. Highquality interpersonal relationships—characterized by empathy and communication clarity—positively contribute to learning motivation and academic satisfaction. Meanwhile, the use of digital technology and smart replies accelerates communication but may reduce the perceived authenticity of interactions. Furthermore, a strong correlation was found between communication competence and students’ mental health. This study emphasizes the importance of integrating interpersonal communication training into the curriculum, promoting critical digital literacy, and maintaining a balance between online and offline communication to strengthen authentic and meaningful social relationships in higher education.
Copyright (c) 2026 Nur Aisyah Muliana, Vania Anggraini, Hendriyan DwiTitus M, Mochammad Naufal Putra A https://creativecommons.org/licenses/by-nc-sa/4.0
TRANSFORMATIVE APPROACH AS THE KEY TO 21ST-CENTURY EDUCATIONAL INNOVATION
The 21st century requires an education system that transcends knowledge transmission and fosters deep personal transformation. The main challenge lies in bridging the gap between traditional rote-based education and the growing demand for adaptive and innovative thinkers. This study explores Transformative Education as a crucial framework for developing holistic individuals who are critical, creative, collaborative, and adaptive, true Innovative Humanists. The significance of this topic lies in its capacity to empower learners as global change agents. It hypothesizes that a transformative approach, where teachers act as catalysts and learning becomes an authentic process of discovery, effectively cultivates strong character and innovation readiness. Employing case studies, qualitative-descriptive methods, and field surveys, this research aims to identify best practices and their impact. Ultimately, transformative education serves as both an ethical and strategic imperative to ensure future generations are not only intellectually capable but also humane, reflective, and socially responsible.
Copyright (c) 2025 Hasna Zhafirah Ramadhani, Hasna Zhafirah Ramadhani, Azmy Haidar Hakim, Mufidah Nur Amalia, Ummi Masrufah Maulidiyah, Qonita Az Zanro https://creativecommons.org/licenses/by-nc-sa/4.0
Empathy as a Pedagogical Competence: Cross-Cultural and Linguistic Perspectives
Nowadays, empathy is increasingly recognized as a vital pedagogical competence that enhances teacher–student relationships, classroom inclusivity, and intercultural understanding. However, most existing research conceptualizes empathy as a universal skill, overlooking its cultural and linguistic variability. This article examines empathy as a culturally and linguistically situated pedagogical competence through a narrative review of recent interdisciplinary literature drawn from education, psychology, and applied linguistics. The analysis identifies three key dimensions: the professionalization of empathy as a teachable competence, the influence of cultural norms on empathic behavior, and the linguistic strategies through which empathy is communicated in educational contexts. Results highlight that empathy is not only emotional but also communicative and contextually mediated, suggesting that teacher education should integrate culturally responsive and language-aware empathy training. These findings contribute to the development of a more holistic framework of pedagogical empathy suited to globalized and multilingual learning environments.
Copyright (c) 2025 Mamatali Aray, Meiramova Saltanat, Baidrahmanov Dosym https://creativecommons.org/licenses/by-nc-sa/4.0
Student Reflections on PPL in The Application of Deep Learning, Character Education and Good Habitsin Elementary Schools: A Case Study
Character education and deep learning are important issues in the implementation of the Merdeka Curriculum in elementary schools. This study aims to explore the integration of deep learning, character education, and good habits in the Field Experience Practice (PPL) of students. A qualitative approach with a case study design was used in this study, involving interviews, observations, and document analysis as data collection techniques. The results of the study indicate that the integration of these three aspects contributes to the development of students' character, improves critical thinking skills, and strengthens moral and social values. Habits such as prayer and memorization, as well as extracurricular activities, play an important role in shaping students' character. This study contributes to the development of a more holistic character-based education curriculum that emphasizes not only academic achievement but also character building. Further research is recommended to explore quantitative measurements of this integration in a broader.
Copyright (c) 2025 Feri Tirtoni, Amalia Qurrotul Ayun, Risma Inayatur Amaliyah, Risqina Mubarokah, Riswanda Apri Pramila https://creativecommons.org/licenses/by-nc-sa/4.0
The Impact of Project-Based Learning (PjBL) Implemented through the Projek Penguatan Profil Pelajar Pancasila (P5) Project on Students’ Creativity at a Senior High School in Surabaya
Creativity is a crucial 21st-century skill that must be developed through innovative learning models. This study aims to analyze the impact of Project-Based Learning (PjBL), implemented through the Prick Penguatan Pretil Pelaion Pancasila (PS), on high school students' creativity in Surabaya. A mixed-method approach was employed, combining a Systematic Literature Review (SLR) with qualitative descriptive field research. Data were obtained from a systematic review of four peer-reviewed articles and interviews with thirteen students who had participated in the PS program for one semester. The findings reveal that PS implementation has the potential to enhance students' creative thinking, collaboration, and problem-solving skills. However, its execution still faces challenges, including limited facilities, insufficient teacher readiness, and lack of follow-up on project outcomes. This study emphasizes the importance of teacher preparedness and instructional design in fostering a learning environment that promotes students' creativity.
Copyright (c) 2025 Rifqi Adnis Sururi, Bening Putri Sholikhah, Safira Naila Rajab, Salsabila Dwi Yulianti https://creativecommons.org/licenses/by-nc-sa/4.0
The Role of Emotional Regulation in Enhancing Students’ Academic Motivation
This review examines how emotional regulation contributes to improving academic motivation in late adolescents. Teenagers frequently encounter emotional difficulties that can influence their engagement in learning and overall academic performance. By synthesizing findings from five recent international studies published between 2023 - 2024, the review highlights effective strategies, interventions, and developmental frameworks for managing emotions. Results suggest that adaptive techniques, including cognitive reappraisal, mindfulness, and self-control, positively impact intrinsic motivation, resilience, and academic outcomes while mitigating stress and burnout. These findings underscore the importance of emotional regulation in supporting adolescents’ psychological health and educational success. The study also stresses the need to integrate emotional regulation practices into school programs to enhance both motivation and long-term academic achievement.
Copyright (c) 2025 Ummi Masrufah Maulidiyah, Farrel Allysia Putri Rediyanti, Mahadewi Philothra Sacharissa Sapphira, Nisa Selfina, Shenny Syahrana Maulidia Fatihah https://creativecommons.org/licenses/by-nc-sa/4.0
THE ROLE OF PSYCHOLOGICAL PERSPECTIVES IN DEVELOPING LEARNERS SOCIO-EMOTIONAL COMPETENCIES: A SYSTEMATIC REVIEW
This study examines the role of psychological perspectives in developing students’ social emotional competence through a systematic review of literature published in the last five years. Findings indicate that psychology-based interventions such as emotion regulation training, empathy development, and prosocial behavior facilitation effectively enhance students’ abilities to recognize and manage emotions adaptively. These programs also improve social skills, peer interactions, and reduce anxiety levels within educational settings. Overall, the study highlights the importance of integrating psychological principles into educational practices to promote students’ well-being and sustainable social emotional growth.
Copyright (c) 2025 Nisa Mulyana, Amelia Putri Rindiani, Tholkah Syairofi, Rendy Yogo Desayang https://creativecommons.org/licenses/by-nc-sa/4.0
IMPLEMENTATION OF CHILD-FRIENDLY SCHOOL-BASED DEEP LEARNING AND GOOD HABITS BY PPL STUDENTS IN ELEMENTARY SCHOOLS
This study examines the implementation of deep learning based on child-friendly school principles and positive habits by students in the Educational Field Practice Program (PLP) at the elementary school level, within the Merdeka Curriculum, which prioritizes meaningful learning and character development. The background of the study emphasizes the challenges facing 21st-century education in Indonesia, where conventional learning models still dominate, while the concept of childfriendly schools has not yet been fully integrated with deep learning and the formation of beneficial habits. A research gap was identified in the lack of an integrated analysis of the role of PLP students as innovative changemakers. The primary objective was to describe and examine the contribution of PLP students in shaping a child-friendly school culture through deep learning approaches (e.g., group discussions and analytical thinking) and positive habits (such as group prayer, morning literacy, and discipline). A descriptive qualitative approach was employed, involving 25 third-grade students at Muhammadiyah 1 Krian Elementary School.
Copyright (c) 2025 Feri Tirtoni, Amelia Puja Noviyanti, Berlian Ayu Tikasari, Amalia Habibah, Siti Nisaaul Akmaliyah https://creativecommons.org/licenses/by-nc-sa/4.0
MEETING PARENTS’ ASPIRATIONS: ENHANCING TEACHING AND LEARNING FOR INFANTS AND TODDLERS IN TASKA
This study explores parents’ aspirations and expectations for teaching and learning approaches in TASKA (childcare centres) for children aged 12 to 36 months. The research aims to identify how parents perceive the effectiveness of play-based learning and the overall quality of early childhood education provided. A survey using Google Forms was conducted with 20 parents as respondents. Data were collected using a Likert scale and analyzed to determine trends in parental expectations. Findings reveal that parents prioritize holistic development, emphasizing independence, communication, social skills, and emotional growth. They also value a safe and caring environment with well-trained teachers who use interactive and age-appropriate learning activities. The study recommends that TASKA strengthen communication with parents, enhance teacher training in early childhood development, and provide a balance between play-based, outdoor, and academic learning. These efforts will ensure that early education aligns with parental aspirations and supports children’s overall well-being.
Copyright (c) 2025 DAYANG INTAN FARAHIAH ALMURID, Moh Nazri Abdul Rahman https://creativecommons.org/licenses/by-nc-sa/4.0
IMPLEMENTATION OF TEACHING AND LEARNING APPROACHES FOR INFANTS AND CHILDREN ATTENDING TASKA TO MEET THE ASPIRATIONS OF TODAY’S PARENTS
This study aims to examine the implementation of a teaching and learning approach (PdP) for infants and toddlers at TASKA that is able to meet the aspirations of today's parents. This study was conducted using library research methods through analysis of journals, academic articles and reports related to early childhood education in Malaysia and internationally. The results show that approaches such as game-based learning (play-based learning), multisensory activities, and learning based on daily routines are the most used methods in PdP at TASKA. This approach is proven to support the holistic development of children that covers cognitive, emotional, social, and motor aspects, as well as being in line with the aspirations of parents who demand quality and safe early education. However, its implementation still faces challenges such as a lack of trained teachers, resource constraints, and the perception of parents who are still inclined to traditional academic approaches. This study suggests that the professional training of teachers be improved, facilities and facilities at TASKA be improved, and communication between teachers and parents be strengthened to ensure a more effective PdP. The results of this study are expected to be a guide to policy makers, TASKA managers, and educators in improving the quality of early childhood education in Malaysia.
Copyright (c) 2026 ATHIRAH ABDUL KUDUS, Moh Nazri Abdul Rahman https://creativecommons.org/licenses/by-nc-sa/4.0
SEEDS OF TOMORROW: IMPLEMENTING INTENTIONAL AND RESPONSIVE IN CHILDCARE CENTRES TO REFLECT MODERN PARENTAL ASPIRATIONS
Early childhood education is a critical stage that determines children's life trajectory. In Malaysia, childcare centers TASKA play a crucial role in establishing disciplined and nurturing learning environments for infants and toddlers. This library research explores how Malaysian TASKA apply teaching and learning approaches aligned with the dreams of modern parents. The study focuses on four essential dimensions: Intentional and Responsive Teaching, Play-Based and Child-Centered Learning, Family Engagement and Socio-Emotional Support, and Professional Development and Systemic Support. Using secondary data from academic journals, government documents, and online databases, this research outlines how these practices are pursued in child care centers and how they affect holistic child development. The study shows that modern parents expect child care centers not only to offer protection and care but to instill quality education that enhances children's mental, social, and emotional capabilities. The report concludes with policy, parental, and teacher recommendations to further enhance Malaysia's early childhood education quality.
Copyright (c) 2025 FATIMAH NABIHAH MUSTAFA, Moh Nazri Abdul Rahman https://creativecommons.org/licenses/by-nc-sa/4.0
IMPLEMENTATION OF PLAY-BASED TEACHING AND LEARNING APPROACHES FOR INFANTS AND TODDLERS AT DARUL AULAAD NURSERY
This study examines the teaching and learning approach (PdP) for infants and toddlers at TASKA and its relationship with the aspirations of today's parents. This qualitative study uses semi-structured interviews with TASKA teachers and is supported by highlights from early childhood education literature. The results of the study show that the main approach used is learning through play and child-centered activities, which are proven to help children's language, physical, social, emotional and self-confidence development. Parents' aspirations are now not only focused on safety aspects, but also emphasize the development of communication, socialization and readiness for preschool. However, some challenges were identified such as high teacher-child ratios, differences in individual developmental levels and time constraints that affect the effectiveness of PdP. Overall, the existing approach is seen to be successful in meeting the majority of parents' expectations, but still requires improvement in terms of communication, teacher training and parent cooperation to support the holistic development of children.
Copyright (c) 2025 NIK AULIA INSYIRAH ISMAIL, Moh Nazri Abdul Rahman https://creativecommons.org/licenses/by-nc-sa/4.0
Innovative Teaching and Learning Approaches Integrating Interactive Sensor Technology and Emotional Intelligence in Early Childhood Education at TASKA
This study examines innovative teaching and learning approaches integrating interactive sensor technology and emotional intelligence within early childhood education at TASKA. The research is driven by the growing need for holistic development in young children encompassing cognitive, emotional, and social domains. A qualitative case study design was employed to observe how teachers utilize interactive sensor-based tools such as touch panels, motion sensors, and emotion recognition systems to enhance children’s engagement and emotional regulation. Data collection involved classroom observations and teacher interviews. Findings reveal that combining digital interactivity with emotional learning strategies improves children’s self-awareness, cooperation, and motivation. This study underscores the importance of leveraging technology thoughtfully to foster socio-emotional growth and provides insights for educators striving to balance innovation with human connection in early childhood education
Copyright (c) 2025 AQLIMAR NABILAH ZULKIFLI, Moh Nazri Abdul Rahman https://creativecommons.org/licenses/by-nc-sa/4.0
THEORY, PRACTICE, AND PARENTAL ASPIRATIONS: AN ANALYSIS OF TEACHING AND LEARNING IN MALAYSIAN CHILDCARE CENTRES (TASKA)
This study analyzes the teaching and learning approaches used in Malaysian Childcare Centres (TASKA) to determine their effectiveness in meeting the increasingly high expectations of modern parents regarding children aged 0 to 4. Drawing on established developmental frameworks, the research employed a Systematic Literature Review (SLR) to synthesize findings on core strategies, including Learning Through Play and Positive Parenting Styles. Results confirm a strong conceptual alignment between TASKA principles and parental demands for character development and early cognitive preparation. However, implementation is hindered by two critical gaps: a persistent educator competency deficit in applying diverse methods like the Thematic Approach, and a pervasive parental involvement gap caused by busy modern lifestyles. The study concludes that addressing these barriers through continuous training and digital collaboration is essential for optimizing TASKA quality.
Copyright (c) 2025 NURUL SYAFIQAH ZAIDIN, Moh Nazri Abdul Rahman https://creativecommons.org/licenses/by-nc-sa/4.0
Aligning Early Childhood Teaching Practices with Parental Aspirations: Insights from a TASKA Case Study.
This paper examines the application of teaching and learning strategies among infants and toddlers within Childcare Centres (TASKA) in Malaysia and how the strategies satisfy the wishes of contemporary parents. This paper will utilize teacher interviews and library studies to examine the methods and pedagogical techniques, learning strategies, and challenges faced by the teachers of early childhood learning in the process of delivering holistic and quality care to children under the age of three years. The results indicate that the majority of TASKA focus on the play-based learning, responsive caregiving, and early stimulation activities leading to cognitive, social, and emotional development. Nonetheless, high parental expectations, insufficient resources, and teacher workload continue to be among the difficulties. Some of the recommendations involve the formation of effective teacher-parent collaboration, ongoing professional development, and enhancement of curriculum directives with equal emphasis on academic and development objectives.
Copyright (c) 2025 Aliff Haikal Miftahudin, Moh Nazri Abdul Rahman https://creativecommons.org/licenses/by-nc-sa/4.0
APPROACHES TO EARLY CARE AND EDUCATION IN MALAYSIAN CHILD CARE CENTRES (TASKA): SUPPORTING INFANT AND CHILD DEVELOPMENT IN ACCORDANCE WITH PARENTAL ASPIRATION
The teaching and learning strategies used in TASKA are examined in this study, with a focus on how they support kids' cognitive, emotional, social, and physical development. Important theoretical stances that inform successful teaching methods in early childhood education, such as behaviourism theory and Piaget's play-based learning theory, are incorporated into the conversation. However, there are a number of implementation-related issues, such as inadequate training for teachers, a lack of instructional resources, budgetary limitations, and excessive workloads. Because they place a high value on teacher quality, safety, cleanliness, and open communication between the home and the school, parents' expectations also have an impact on educational practices. Improvements including ongoing professional development for teachers, the supply of innovative and secure educational resources, reduced teacher-to-child ratios, and improved parent collaboration are suggested as ways to improve the quality of teaching and learning at TASKA.
Copyright (c) 2025 NURIN JAZLINA AZMEE, Moh Nazri Abdul Rahman https://creativecommons.org/licenses/by-nc-sa/4.0
IMPLEMENTING HOLISTIC DEVELOPMENT APPROACHES THROUGH PLAY-BASED LEARNING FOR INFANTS AND TODDLERS IN TASKA
This study examines the implementation of holistic development approaches through play-based learning for infants and toddlers in TASKA. The research emphasizes the significance of play as a foundation for nurturing children’s physical, cognitive, social, emotional, and language growth. The primary goal is to investigate how holistic components can be successfully incorporated into regular educational activities to promote development that is both balanced and meaningful. An early childhood educator was interviewed using a qualitative approach to learn more about their practices, comprehension, and difficulties when implementing play-based learning. The results show that play-based learning improves positive educator-child interactions while fostering creativity, problem-solving, communication, and emotional well-being. Overall, the study concludes that implementing holistic, play-centered methods contributes significantly to the comprehensive development of young children and improves the quality of early childhood education in TASKA settings.
Copyright (c) 2025 NUR JAZMINA BATRISYIA FADZIL, MOH NAZRI ABDUL RAHMAN https://creativecommons.org/licenses/by-nc-sa/4.0
THE IMPLEMENTATION OF TEACHING AND LEARNING APPROACHES FOR INFANTS AND TODDLERS IN CHILDCARE CENTRES (TASKA): ADDRESSING THE ASPIRATIONS OF MODERN PARENTS
This library review examines practices of teaching and learning employed in childcare centres (TASKA) in Malaysia for infants and toddlers, with particular attention given to how they align with expectations of today's parents. Drawing on recent empirical evidence, policy analysis, and parents' perceptions, this study considers issues such as play-based learning, assessment practice, policy awareness, and quality of care. Major findings are that while numerous TASKA and ECCE schemes have adopted holistic and play-based pedagogies, significant gaps in the qualifications of teachers, parental awareness of policy, and educational quality consistency exist. The report concludes with policy suggestions for enhancement, teacher education, and stronger parent-centre partnerships to ensure early childhood care that meets the developmental needs of the child as well as the needs of parents.
Copyright (c) 2025 NUR SARAH AIREEN MOHD IZZANI, MOH NAZRI ABDUL RAHMAN https://creativecommons.org/licenses/by-nc-sa/4.0
IMPLEMENTATION STRATEGIES FOR INFANT AND CHILD TRAINING IN NURSERIES: ALIGNING WITH THE ASPIRATIONS OF MODERN PARENTS
This library study examines the implementation strategy of the teaching and learning approach (PdP) for infants (0–12 months) and toddlers (1–3 years) at TASKA that is in line with the aspirations of today's parents. The latest literature from 2020 to 2025 is used as the main reference. The main findings emphasize five important aspects: development-based play, safety and hygiene (K3), home–TASKA communication, development monitoring, and the inculcation of early values and manners. This study suggests the implementation of structured play routines, the use of robust K3 protocols, transparent communication mechanisms, brief developmental assessments, and emphasizing Islamic values in children's daily lives. In conclusion, a comprehensive PdP can meet the expectations of today's parents for their children's early education (Yoke-Yean et al., 2021; Rahmatullah et al., 2021).
Copyright (c) 2025 NURUL NADIA MOHD ZAYID, MOH NAZRI ABDUL RAHMAN https://creativecommons.org/licenses/by-nc-sa/4.0
A STUDY OF TEACHING AND LEARNING APPROACHES FOR CHILDREN AT TASKA SAN LORENZO CYBERJAYA: INTERVIEW STUDIES
This study examines the implementation of a learning approach in a nursery school that uses Montessori principles for infants and children under four years of age. The objective of the study is to identify teaching approaches, teacher challenges, and effective strategies in implementing learning. Findings show that a child-centered approach and ongoing communication with parents through annual meetings and the “Communication Link” book help children’s holistic development. Teachers face behavioral management challenges but use strategies for repeating instructions and activities tailored to individual observations. The study also emphasizes the importance of safety and hygiene in the learning environment. Recommendations include the use of technology to strengthen communication and continuity of activities at home. This study contributes to improving the quality of early education based on Montessori principles in nursery schools.
Copyright (c) 2025 NURUL FATIHAH JALALLUDIN, MOH NAZRI ABDUL RAHMAN https://creativecommons.org/licenses/by-nc-sa/4.0
TEACHING INFANTS AND TODDLERS IN TASKA BRIDGING DEVELOPMENTAL NEEDS AND PARENTAL EXPECTATIONS
This study explores the teaching and learning approaches implemented in Childcare Centres (TASKA) for infants and toddlers, focusing on how these methods address the aspirations of modern parents. The objective is to investigate how a TASKA teacher plans and applies age-appropriate teaching strategies that meet both children’s developmental needs and parental expectations. A qualitative approach was employed through a semi-structured interview with one experienced TASKA teacher. The findings provide insights into practical teaching methods, parental involvement, and challenges faced in aligning educational practices with contemporary parental aspirations. This study highlights the critical role of TASKA in fostering a supportive and effective early learning environment for young children.
Copyright (c) 2025 Nurul Najwa Mahadi, Moh Nazri Abdul Rahman https://creativecommons.org/licenses/by-nc-sa/4.0
IMPLEMENTATION OF TEACHING AND LEARNING APPROACHES OF INFANT AND TODDLERS IN CHILDCARE CENTRES (TASKA): A CASE STUDY ON MEETING THE ASPIRATION OF TODAY’S PARENTS
This study examines the implementation of teaching and learning approaches for infants and toddlers in Malaysian childcare centres (TASKA) and how these approaches meet the aspirations of today’s parents. Using a library research method, relevant articles, policies, and reports were reviewed to identify effective practices in early childhood care and education (ECCE). The findings highlight play-based learning, responsive caregiving, and sensory exploration as key approaches that promote holistic development while aligning with parents’ expectations for safe, nurturing, and developmentally balanced environments. Guided by Developmentally Appropriate Practice (DAP) and Bronfenbrenner’s Ecological Systems Theory, the study emphasizes the importance of age-appropriate, culturally responsive, and relational teaching. However, challenges remain in areas such as teacher quality and inconsistencies between public and private TASKA. Recommendations include strengthening teacher professional development, promoting family and community collaboration, and ensuring consistent quality standards across all centres. These efforts are essential for building nurturing, engaging, and developmentally appropriate environments that meet modern parents’ expectations and support the overall growth of Malaysia’s youngest learners Keywords: TASKA, Early Childhood Care and Education, ECCE, Infants and Toddlers, Play-Based Learning, DAP, Parents’ Aspirations
Copyright (c) 2025 NUR PUTRI SABARINA RAMLI, MOHD NAZRI ABDUL RAHMAN https://creativecommons.org/licenses/by-nc-sa/4.0
SYSTEMATIC REVIEW OF MALAYSIAN TASKA: ASSESSING THE MISALIGNMENT BETWEEN TEACHING-LEARNING PRACTICES AND MODERN PARENTAL ASPIRATIONS
This paper explores the implementation of teaching and learning (T&L) approaches for infants and toddlers in Malaysian childcare centres (TASKA) and examines how these practices align with the aspirations of modern parents. Using a library research method, the paper reviews theoretical frameworks and literature on early childhood development, highlighting the importance of play-based learning, structured daily routines, sensory play, early communication, and social interaction. Findings indicate that while these approaches contribute to children’s holistic development, challenges such as uneven quality of facilities, limited teacher training, and the cautious integration of technology remain. The review concludes that strengthening professional development, enhancing collaboration with parents, and adopting context-sensitive models are crucial to meeting parental expectations and sustaining quality early childhood education in Malaysia.
Copyright (c) 2025 NUR ADIBAH MOHD AZLEM, MOH NAZRI ABDUL RAHMAN https://creativecommons.org/licenses/by-nc-sa/4.0
ALIGNING TEACHING AND LEARNING PRACTICES IN CHILDCARE CENTRES WITH THE ASPIRATIONS OF TODAY'S PARENTS: A FOCUS ON INFANTS AND TODDLERS: A CASE STUDY
This study examines the implementation of a teaching and learning approach (PdP) for children enrolled in TASKA that can meet the aspirations of today's parents. The aspirations include safety, holistic development, fun learning, close communication between parents and educators, and controlled use of technology. Data was collected through the analysis of articles and research reports published between 2020 and 2025. The results of the study found that the most effective approach is play-based learning, child-centered learning, sensory experiences, consistent daily routines, parental involvement, and limited use of technology. Although this approach is in line with the developmental needs of children with disabilities, its implementation faces challenges such as lack of resources, trained workforce, and physical facilities. This study recommends that TASKA provide specific training to educators, improve communication with parents, and improve the learning environment to make it safer and more child-friendly.
Copyright (c) 2025 NURUL FATIHAH SABRY, MOHD NAZRI ABDUL RAHMAN https://creativecommons.org/licenses/by-nc-sa/4.0
PLAY-BASED AND MULTI-SENSORY LEARNING APPROACHES IN TASKA: MEETING THE NEEDS OF INFANTS, TODDLERS, AND PARENTS
This study explores the teaching and learning approaches used for infants and toddlers in Taman Asuhan Kanak-kanak (TASKA) and how these practices align with parents’ aspirations for early education. A qualitative approach was used, involving a semi-structured interview with one TASKA teacher responsible for children aged two months to four years. The findings show that play-based, multi-sensory, and routine-integrated activities are the main strategies that promote children’s holistic development, especially in language, social, and motor skills. Parents generally prioritise safety, health, and early growth, while some focus more on academic readiness. This difference creates challenges for teachers in balancing developmental needs with academic expectations. The study concludes that maintaining developmentally appropriate practices, improving communication with parents, and providing regular teacher training, adequate resources, and clear management support are essential to enhance the quality of teaching and align TASKA practices with parents’ expectations.
Copyright (c) 2025 AINUL SOFEEYA SHUKRAN, MOHD NAZRI ABDUL RAHMAN https://creativecommons.org/licenses/by-nc-sa/4.0
IMPLEMENTATION OF TEACHING AND LEARNING APPROACHES FOR INFANTS AND TODDLERS IN CHILDCARE CENTRES (TASKA): ADDRESSING MODERN PARENTS' ASPIRATIONS
This is a literature review of modern day teaching and learning strategies in childcare centers (TASKA) of infants and toddlers with specific reference to how the teaching and learning strategies are correlated with the contemporary desire of parents. According to the analysis, effective TASKA initiatives have begun to embrace relationship-based, play-based pedagogies with a family collaboration strategy and professional workforce development. The main strategies encompass responsive models of care that emphasize safety, developmentally adequate practice, and shared care with families.
Copyright (c) 2025 NURUL SHAHANA KHIRIZAL, MOH NAZRI ABDUL RAHMAN https://creativecommons.org/licenses/by-nc-sa/4.0
THE ROLE OF NURSERIES IN SUPPORTING EARLY CHILDHOOD DEVELOPMENT: PARENTS’ ASPIRATIONS, TEACHING
This study aims to examine the role of nurseries in supporting children's early development through teaching and learning approaches, parents' aspirations and the challenges faced by educators. Qualitative research methods were used by conducting interviews with three nursery educators in Penang. The findings of the study show that the play-while-learning and multisensory approach is the main effective strategy in stimulating children's cognitive, language, emotional, social and fine and gross motor development. Parents' aspirations are focused on aspects of safety, care, health, as well as language and emotional development of children. To meet this expectation, the nursery implements two-way communication through progress reports in the form of pictures and videos, which have proven to increase parents' confidence in the nursery. However, several challenges were also identified including differences in children's developmental levels, negative behavior and unstable emotions. This study concludes that the role of the nursery is very important in providing a conducive environment for the holistic development of children and continuous improvement is needed to increase the effectiveness of teaching and learning.
Copyright (c) 2025 ATHIRAH ABDUL JAMIL, MOHD NAZRI ABDUL RAHMAN https://creativecommons.org/licenses/by-nc-sa/4.0
EXPLORING THE IMPLEMENTATION OF TEACHING AND LEARNING APPROACHES IN CHILDCARE CENTERS (TASKA): EDUCATORS’ PRACTICES, PARENTS’ ASPIRATIONS, AND EDUCATORS’ CHALLENGES
The teaching and learning approach is the main pillar in shaping quality education for children's development. This study was conducted to examine the implementation of the teaching and learning approach at TASKA, the aspirations of parents, and the challenges faced by educators during the teaching process. This study uses a semi-structured interview method with three educators at a TASKA in Penang. The findings show that the teaching and learning approach used by educators is based on learning through play, a multisensory approach, and also emotional support to support the holistic development of infants and toddlers. In addition, this study also shows the aspirations of parents towards TASKA and the challenges faced by educators when implementing the teaching and learning process. So this study provides a comprehensive overview of the important role of educators in ensuring the implementation of teaching and learning at TASKA is effective, in addition to the importance of support from parents and employers to ensure the quality of early childhood education is guaranteed.
Copyright (c) 2025 NUR AINA NADHIRAH DERAMAN, MOHD NAZRI ABDUL RAHMAN https://creativecommons.org/licenses/by-nc-sa/4.0
TEACHING AND LEARNING APPROACHES FOR INFANTS AND TODDLERS IN CHILDCARE CENTERS (TASKA): A RESEARCH COMPARING TEACHING AND LEARNING IN TASKA WITH MODERN PARENT PERSPECTIVE
This study explores teaching approaches in Malaysian childcare centres (TASKA) and compares them with modern parental expectations. TASKA mainly uses play-based learning, motor skill development, language enhancement, and value-based activities, promoting holistic growth. Teachers find play-based methods effective but face challenges like limited resources and diverse children’s behaviors. Parents prioritize safety, moral education, communication skills, and early technology exposure. While TASK meets most expectations, there is a gap in incorporating modern digital learning tools to equip children with 21st-century skills. The study recommends improving teacher training, strengthening parent collaboration, and introducing innovative, age-appropriate technology in early education.
Copyright (c) 2025 ALYA QISTINA ALIAS, MOHD NAZRI ABDUL RAHMAN https://creativecommons.org/licenses/by-nc-sa/4.0
IMPLEMENTATION OF TEACHING AND LEARNING APPROACHES FOR INFANTS AND YOUNG CHILDREN IN NURSERIES: MEETING THE ASPIRATIONS
This study was conducted to examine the implementation of the teaching and learning approach (PdP) for infants and toddlers in Nursery and to assess the extent to which the approach meets the aspirations of today's parents. This study uses interviews with Nursery teachers and library research as the main source. Through interviews, the researcher obtained a real picture of daily PdP practices such as the play-while-learning approach, routine-based learning and child-centered activities. Library research also helps strengthen the findings by reviewing early education theories and policies such as the PERMATA National Curriculum and the views of local and international scholars. The results of the study show that the teachers at the nursery implement PdP which emphasizes the comprehensive development of children from emotional, cognitive, social and physical aspects. However, challenges such as time constraints, high number of teachers with children and lack of technological facilities were also identified. This study concludes that the implementation of PdP in Nursery is already on a good track but needs to be improved in terms of professional teacher training, the provision of interesting teaching aids as well as continuous cooperation between parents and Nursery management so that early childhood education continues to be relevant and of good quality.
Copyright (c) 2025 NURUL AIN DZUL KHARI, MOHD NAZRI ABDUL RAHMAN https://creativecommons.org/licenses/by-nc-sa/4.0
ALIGNING TEACHING PRACTICES WITH MODERN PARENTAL DEMANDS IN MALAYSIAN CHILDCARE CENTRES
This study investigates the implementation of teaching and learning approaches for infants and toddlers in Malaysian childcare centres (TASKA) and their alignment with parents’ expectations. The research was conducted using a qualitative design through a semi-structured interview with a TASKA teacher to explore daily practices, parental aspirations, and challenges faced by educators. Findings revealed that teachers frequently apply play-based and sensory learning methods, such as storytelling and interactive activities, to support children’s cognitive and emotional development. However, issues such as limited resources, large child-to-teacher ratios, and differing parental expectations present ongoing challenges. The study concludes that while current teaching strategies in TASKA reflect parental demands and promote holistic growth, continuous adaptation, teacher training, and stronger parent-teacher collaboration are essential to sustain high-quality early childhood education in Malaysia.
Copyright (c) 2026 NURUL HUDA MOHD FAUZI, MOH NAZRI ABDUL RAHMAN https://creativecommons.org/licenses/by-nc-sa/4.0
LIBRARY RESEARCH ON IMPLEMENTATION CHALLENGES OF RESPONSIVE CAREGIVING AND PLAY-BASED LEARNING IN MALAYSIAN EARLY CHILDHOOD SETTINGS (TASKA)
This library research investigates the implementation challenges of responsive caregiving and play-based learning in Malaysian childcare centers (TASKA) for infants and toddlers, focusing on alignment with parental aspirations from 2020 to 2025. By reviewing recent studies on holistic pedagogical methods, parental involvement, staff professionalism, and implementation barriers, the study highlights the essential components of quality early education in TASKA: responsive caregiving, play-based learning, qualified educators, and engaged families. The findings identify significant challenges including resource constraints and training gaps, and offer practical recommendations to enhance program quality, thereby supporting developmental outcomes and meeting modern parental expectations.
Copyright (c) 2025 LYANASHIKA JUNIE, MOHD NAZRI ABDUL RAHMAN https://creativecommons.org/licenses/by-nc-sa/4.0
TASKA AS THE FOUNDATION OF EARLY CHILDHOOD EDUCATION: IMPLEMENTING TEACHING AND LEARNING APPROACHES ALIGNED WITH PARENTS’ ASPIRATIONS
The study examines the implementation of effective teaching and learning (T&L) approaches in taska that align with the expectations of modern families. Through a review of literature and previous studies, it is found that parents emphasize aspects such as safety, quality caregiving, holistic learning approaches, and the use of technology as key priorities. Various T&L approaches have been identified as suitable for infants and toddlers, including play-based learning, child-centred approaches, sensory-motor activities, the strengthening of social interactions, and active parental involvement in children’s developmental processes. Nevertheless, several challenges have been identified, including teachers’ competency levels, resource constraints, and communication gaps with parents. This article asserts that efforts to enhance educators’ professional training, strengthen taska-parent collaboration, and improve early education policies are essential to ensure that family aspirations are met. In conclusion, taska serves as a strong foundation for nurturing a balanced, creative and future-ready early generation prepared to face the challenges of the 21st century.
Copyright (c) 2025 NUR AMIRA SYAZWANI ARSAD, MOHD NAZRI ABDUL RAHMAN https://creativecommons.org/licenses/by-nc-sa/4.0
FROM DEVELOPMENTAL NEEDS TO PARENTAL ASPIRATIONS: TEACHING AND LEARNING APPROACHES FOR INFANTS AND TODDLERS IN TASKA
This library research explores the implementation of teaching and learning approaches for infants and toddlers in Malaysian childcare centres (TASKA) and examines how these practices meet the aspirations of today’s parents. The study focuses on identifying developmentally appropriate strategies that support the holistic growth of children under the age of four. Using a library-based method, various academic sources, journals, and policy documents were analysed to gain insights into effective teaching practices, theoretical foundations, and the expectations of modern parents. The findings reveal that TASKA aim to promote early stimulation, emotional security, and foundational learning through play-based and interactive approaches. However, several challenges persist, including limited resources, high teacher–child ratios, and a mismatch between parental expectations and pedagogical principles. To address these issues, this report suggests strengthening parental awareness, enhancing teacher training, improving facilities, and fostering stronger family–centre collaboration. The research concludes that balancing developmental appropriateness with parental aspirations is key to improving the quality of early childhood education in Malaysia.
Copyright (c) 2025 NOR ZAWANI SABIL, MOHD NAZRI ABDUL RAHMAN https://creativecommons.org/licenses/by-nc-sa/4.0
NURTURING CREATIVITY THROUGH THE REGGIO EMILIA APPROACH: A STUDY OF EARLY LEARNING PRACTICES IN MALAYSIAN TASKA
Fostering Creativity via the Reggio Emilia Approach: An Examination of Early Learning Practices in Malaysian TASKA. This article examines the application of the Reggio Emilia Approach in Malaysian Taman Asuhan Kanak-Kanak (TASKA) and its significance in fostering creativity and comprehensive development in young children. The Reggio Emilia philosophy, originating in Italy, perceives children as competent, curious, and capable learners who articulate themselves through many kinds of communication, commonly termed the "hundred languages." This study used a qualitative research design, incorporating a literature review, interviews with TASKA educators, and document analysis to investigate the application of Reggio concepts in Malaysian early childhood settings. Research indicates that Reggio-inspired TASKA centres prioritise creativity via project-based learning, child-centered surroundings, collaborative instruction, and active parental engagement. Educators serve as facilitators who monitor and direct learning, whereas documentation methods promote reflection and foster connections between the school and home. Notwithstanding problems such restricted training and budget limitations, the methodology has demonstrated considerable beneficial impacts on children's curiosity, confidence, and problem-solving skills. The study indicates that the Reggio Emilia concept possesses significant potential to revolutionise early education in Malaysia by fostering reflective teaching, creativity, and culturally pertinent learning methods.
Copyright (c) 2025 TUAN ELISYA MAISARAH TUAN SOUPI, MOHD NAZRI ABDUL RAHMAN https://creativecommons.org/licenses/by-nc-sa/4.0
IMPLEMENTATION OF TEACHING AND LEARNING APPROACHES IN TASKA TO FULFIL PARENTS’ ASPIRATIONS: A STUDY IN TEMERLOH
This research investigated how teaching and learning practices used in early childhood care centres (TASKA) in Temerloh effectively respond to parents’ aspirations. The research is qualitative in nature, containing data from interviews with two TASKA teachers, as well as library research to generate information on current teaching practices and parental expectations. The results indicate that both teachers value holistic development through play-based learning, visual aids, and teaching self-help skills. Parents’ hopes for their children focus on physical, social, emotional, and cognitive development. Other important influences on teacher practice included ongoing teacher education, parents involvement, and quality resources. The study indicates the significance of teacher-parent collaboration in terms of supporting effective, quality learning experiences for infants and toddlers.
Copyright (c) 2025 NOR AFIFAH ZAHIRA MOHD RAHIMI, MOHD NAZRI ABDUL RAHMAN https://creativecommons.org/licenses/by-nc-sa/4.0
ENHANCING INFANT AND TODDLER EDUCATION: RESEARCH INTO EFFECTIVE TASKA METHODS ALIGNED WITH PARENT EXPECTATIONS
Early childhood education in Malaysia is divided between TASKA (for children aged 0-4) and preschools (for children aged 4-6). TASKA centres play an essential role in providing nurturing care and early education for infants and toddlers. However, despite the growing awareness of the importance of early learning, TASKA centres in Malaysia still face challenges such as limited teacher training, unequal quality among urban and rural areas, and increasing parental expectations. This study explores the ways TASKA can strengthen infant and toddler education to align with parental aspirations and current educational trends. The findings show that TASKA has improved in areas of safety and health but must also prioritise holistic learning through play-based and interactive approaches. Strengthening teacher training, parent partnerships, and curriculum design will ensure that TASKA continues to meet the needs of Malaysian families and contributes to lifelong learning success.
TENGKU ALIAA SYAIRAH BINTI TENGKU SALLEHUDDIN TENGKU
Copyright (c) 2025 TENGKU ALIAA SYAIRAH BINTI TENGKU SALLEHUDDIN TENGKU, MOHD NAZRI ABDUL RAHMAN https://creativecommons.org/licenses/by-nc-sa/4.0
THE EFFECT OF EMOTIONAL INTELLIGENCE ON THE ACADEMIC ACHIEVEMENT OF HIGH SCHOOL STUDENTS WITH LEARNING MOTIVATION AS A MEDIATING VARIABLE
This study examines the influence of emotional intelligence on academic achievement with learning motivation as a mediating variable among high school students. The research involved 320 students from three high schools in Surabaya, selected through stratified random sampling. Data were collected using the Emotional Intelligence Scale, Academic Motivation Scale, and academic achievement scores from school records. Path analysis using SPSS 26 and PROCESS Macro revealed that emotional intelligence significantly predicted academic achievement, and this relationship was partially mediated by learning motivation. The findings indicate that students with higher emotional intelligence tend to have better learning motivation, which subsequently contributes to improved academic performance. This study provides empirical evidence for the importance of integrating emotional intelligence development in educational curricula to enhance student academic outcomes.
Copyright (c) 2025 Enggar Putri Kusuma, Santi Aji Astuti, Nur Ilmiyah Izzah, Rara Jufita Sari https://creativecommons.org/licenses/by-nc-sa/4.0
EXPLORING TEACHING AND LEARNING APPROACHES FOR CHILDCARE AT NAS SAYANG CHILDCARE
This study examines the implementation of teaching and learning approaches for infants and toddlers in Malaysian childcare centers, emphasizing child-centered practices that foster holistic development. Using library research and an online interview with an experienced childcare teacher, the findings indicate that childcare educators apply a child-centered approach consistent with Jean Piaget’s Theory of Cognitive Development. Activities are designed according to children’s developmental stages to promote cognitive, social, emotional, and physical growth. The study also highlights parents’ active involvement and expectations regarding transparent communication, safety, and nurturing care. Findings show that effective early childhood education depends on collaboration between educators and parents. Furthermore, the study recommends expanding play-based learning and integrating Internet of Things (IoT) technology to enhance transparency, efficiency, and engagement in childcare management. Overall, the results stress that combining developmental theories, parental engagement, and innovative strategies ensures early education remains relevant to 21st-century family needs.
Copyright (c) 2025 SYARFA AKILA MATTA@MASE, MOHD NAZRI ABDUL RAHMAN https://creativecommons.org/licenses/by-nc-sa/4.0
TEACHING AND LEARNING APPROACHES FOR INFANTS AND TODDLERS AT TASKA AL-BAGHDADI : A CASE STUDY
This study was conducted to examine the teaching and learning approaches implemented at Taska Al-Baghdadi through an interview with an experienced educator. The findings reveal that the learning through play approach forms the core foundation in supporting children’s holistic development, covering cognitive, physical, emotional, and social aspects. Key strengths include the use of creative teaching aids, well planned thematic activities according to age groups, and an emphasis on enjoyable learning experiences beyond academics. However, several challenges were identified, such as classroom management issues and helping new children adapt to daily routines. In conclusion, the teaching practices at Taska Al-Baghdadi reflect a strong commitment to providing high quality early childhood education aligned with child development theories and parents’ aspirations for their children’s well being and overall growth from an early age.
Copyright (c) 2025 NURUL SYAFIQAH JAFINAN@JAFRIAN, MOHD NAZRI ABDUL RAHMAN https://creativecommons.org/licenses/by-nc-sa/4.0
IMPLEMENTATION OF TEACHING AND LEARNING APPROACHES FOR INFANTS AND TODDLERS IN CHILDCARE CENTRES (TASKA) ALIGNED WITH PARENTAL ASPIRATIONS.
This study explores the implementation of teaching and learning approaches for infants and toddlers in Malaysian childcare centres (TASKA) and examines their alignment with the evolving aspirations of modern parents. As parental expectations shift towards holistic child development—encompassing cognitive, emotional, and moral growth—TASKA centres face increasing pressure to adopt pedagogically sound and developmentally appropriate practices. Employing a qualitative library research design, this study synthesises findings from academic literature, policy documents, and government reports published within the last decade. Thematic analysis was used to identify key patterns in pedagogical strategies, parental priorities, and policy frameworks. Findings reveal that while many TASKA centres have embraced play-based and thematic learning approaches, disparities in educator training, resource allocation, and policy enforcement contribute to inconsistent quality. The study highlights the need for standardised teacher training, a unified curriculum for children under four, and stronger collaboration between parents and educators. These recommendations aim to enhance the quality and consistency of early childhood education in Malaysia, ensuring that TASKA centres meet both developmental needs and parental aspirations.
Copyright (c) 2025 NURUL ZATIE CHE MAT NASIR, MOHD NAZRI ABDUL RAHMAN https://creativecommons.org/licenses/by-nc-sa/4.0
IMPLEMENTATION OF TEACHING AND LEARNING METHODS FOR INFANTS AND TODDLERS IN TASKA: A LITERATURE REVIEW RESPONDING TO CONTEMPORARY PARENTS' EXPECTATIONS
This study, using a literature review method (kajian perpustakaan), aims to explore the teaching methods used by TASKAs (childcare centers) in Malaysia for infants and toddlers and how they address the educational expectations of contemporary parents. The study summarizes several commonly used teaching methods in TASKAs, including play-based learning, responsive caregiving, sensory learning, individualized learning, and parent-center collaboration. The study found that these methods not only align with the laws of children's physical and mental development but also, in most cases, meet parents' triple educational needs of safety, inspiration, and emotional connection. Finally, the paper recommends that TASKAs continue to enhance the professionalism of their teachers, improve their curriculum, and strengthen collaboration with families and community resources to comprehensively improve the quality of infant and toddler education.
Copyright (c) 2025 YE HAILU Ye, MOHD NAZRI ABDUL RAHMAN https://creativecommons.org/licenses/by-nc-sa/4.0
HOLISTIC TEACHING AND LEARNING APPROACH IN DAYCARE: AN ANALYSIS OF CURRENT PARENTS’ ASPIRATIONS AND NEEDS IN MALAYSIA
This study discusses the implementation of teaching and learning approaches for infants and toddlers in TASKA that meet the aspirations of parents today. Through library research methods, this study examinedvarious scholarly sources, government reports and early childhood education policies in Malaysia. Theresults of the analysis found that the implementation of teaching and learning in TASKA plays animportant role in shaping the overall development of infants and toddlers in shaping the overalldevelopment of infants and toddlers in terms of cognitive, social, emotional and physical. Parents'aspirations now emphasize development-based education, safety, the value of love, and fun learning. Thestudy also discusses the challenges in implementing teaching and learning approaches andrecommendations to strengthen the country's early education in line with the National Early ChildhoodEducation Policy (DPAKK) and the National PERMATA Curriculum (KPN).
Copyright (c) 2025 NUR AINA SYAFIEQA RAZALI, MOHD NAZRI ABDUL RAHMAN https://creativecommons.org/licenses/by-nc-sa/4.0
UNDERSTANDING TEACHING APPROACHES FOR INFANTS AND TODDLERS IN MALAYSIAN TASKA: A QUALITATIVE CASE STUDY ON PARENTAL ASPIRATIONS
This study aims to examine the implementation of teaching and learning strategies in Child Care Centres (TASKA) to support the holistic development of infants and young children and meet the expectations of modern parents. In Malaysia, the National PERMATA Curriculum emphasizes education through play, inquiry and interaction. However, educators face challenges in balancing curriculum objectives with practices that are appropriate for children’s development due to changing parental aspirations that demand early exposure to literacy, numeracy and socio-emotional skills. This study uses a qualitative approach through library research and teacher interviews to identify strategies used in TASKA. Findings show that play-based approaches, sensory and interactive activities are often used. Teachers emphasize the importance of positive teacher-student relationships, effective communication with parents and continuous monitoring of children’s development. Continuous professional training and close collaboration are recommended to improve the quality of early childhood education in Malaysia.
Copyright (c) 2025 INTAN DAHWARNA ISMAIL, MOHD NAZRI ABDUL RAHMAN https://creativecommons.org/licenses/by-nc-sa/4.0
ISLAMIC INNER ENERGY THROUGH PAPER STROKES: A FREE EXPRESSION OF SWOT ANALYSIS
This study aims to explore the integration of Islamic values in an art-based psychoeducational intervention as a medium for self-reflection among Muslim students. Using the SWOT analysis framework and the Islamic practice of muhasabah (self-reflection), this research was designed as a workshop focused on enhancing self-awareness, understanding personal potential, and strengthening the spiritual dimension. Participants consisted of 54 fourth-semester students aged 19–21 from the Psychology Study Program at Universitas Muhammadiyah Surabaya. The intervention was implemented in three sessions: (1) psychoeducation on the concept of self-energy and SWOT reflection from an Islamic perspective, (2) self-reflection through free art expression (paper drawing), and (3) reflective discussion and meaning-making. Observational findings showed increased self-awareness, stronger emotional engagement, and active participation throughout the intervention. Non-verbal artistic expression effectively helped participants access emotional layers that are often difficult to express verbally. The integration of Islamic values enriched the reflection process by providing spiritual meaning and moral direction. These findings highlight that value-based and art-based psychoeducational approaches can be effective strategies to support mental health and positive identity development among Muslim students.
Copyright (c) 2025 Imtihanatul Ma'isyatuts Tsalitsah, Marini, Muhammad Wahid Nur Tualeka, Muhammad Hanifuddin Hakim, Siefanny Puspita Ningrum, Muhammad Nabiel https://creativecommons.org/licenses/by-nc-sa/4.0
Character Education through Innovative Stories in Early Childhood
Character education is considered crucial starting in early childhood because it is an educational process aimed at developing values, attitudes, and behaviors that reflect noble morals or noble character. Early childhood, or what psychologists call the golden age, is proven to be crucial for children's ability to develop their potential. Therefore, in children's character education, storytelling can be used to shape and develop it. This study aims to describe the application of character education through innovative stories in early childhood. The research method used is descriptive qualitative, with data collection techniques through observation and review of previous research. The results of the study indicate that the application of innovative stories is effective in instilling character values ​​in children. Teachers act as facilitators in guiding children's moral understanding through reflective activities after the story is presented. Thus, innovative stories can be an effective educational strategy in character formation in early childhood.
Copyright (c) 2025 Leolita Puspitasari, Dhian Sitorukmi, Maghfira Kurnia Fajri, Moh Solehhudin https://creativecommons.org/licenses/by-nc-sa/4.0
THE INFLUENCE OF ACADEMIC EXPECTATIONS ON MINDFUL PARENTING
Madura is an island that forms part of East Java Province, Indonesia. One of its administrative regions, Bangkalan Regency, exhibits a fluctuating pattern of migration each year, both within the country (intercity and inter-regency) and internationally. The region consistently records a significantly negative net migration rate on an annual basis. Parents who migrate and live-apart from their children often entrust their childcare responsibilities to grandparents or other relatives. Children who experience prolonged separation from their parents are more likely to encounter psychological and academic difficulties. Everyparent holds aspirations for their children’s future. Among these aspirations is academic expectation, which refers to parents’ hopes and ambitions regarding their children’s academic achievement and career success. These expectations are often reflected in parents’ child-rearing practices. One effective approach to parenting that can help actualize these expectations is mindful parenting, a parenting style that emphasizes awareness, presence, and conscious attention in guiding children’s development.
Copyright (c) 2025 Intan Indah Elora Valentina, Setyaningsih https://creativecommons.org/licenses/by-nc-sa/4.0